Future primary and preschool teachers between a tendency to adjust and a tendency to innovate

• Published in: Inovacije u nastavi : časopis za savremenu nastavu Vol. 31; no. 3; pp. 61 - 73
• Main Authors: Marić, Mia, Branković, Nataša, Rodić-Lukić, Vesna
• Format: Journal Article
• Language: English
• Published: University of Belgrade, Teacher Education Faculty 01-11-2018
• Subjects: adaptors; bridgers; future primary and preschool teachers; innovators; KAI model
• ISSN: 0352-2334; 2335-0806
• DOI: 10.5937/inovacije1803061M

Teachers at all levels of education must have an entrepreneurial mindset, be open to innovations and new ideas and skills to support the innovation and creativity of students, but also to work in the framework of the set standards. The goal of the research presented in this paper was to determine and analyse the structure of the grouping of future primary and preschool teachers into categories of adaptors, innovators and the so-called bridgers according to the KIA model, as well as to examine the factors of representation of the innovativeness/adaptability dimension. The sample comprised 204 students – future primary and preschool teachers. According to the results, almost a half of the respondents fall into the category of bridgers, namely persons who possess the characteristics of both innovative and adaptive cognitive styles. It was also established that students with higher academic achievement achieve better results, leaning towards adaptability. Similarly, senior year students ranked slightly higher in terms of the increased adaptability i.e. the lower the level of innovativeness. Our conclusion is that most respondents are consistent in performing their tasks; they are systematic, conscientious, responsible and committed to respecting social norms, rules and principles. On the other hand, future primary and preschool teachers should be encouraged to go beyond the set frameworks and support the change when the circumstances so require.